998 resultados para LER
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A high-resolution record of radiolarian faunal changes from Site Y8 south of the Subtropical Front (STF), offshore eastern New Zealand, provides insight into the paleoceanographic history of the last 265 kyrs. Quantitative analysis of radiolarian paleotemperature indicators and radiolarian-based sea surface temperature (SST) estimates reveal distinct shifts during glacial-interglacial (G-I) climate cycles encompassing marine isotope stages (MIS) 8-1. Faunas at Site Y8 are abundant and diverse and consist of a mixture of species typical of the subantarctic, transitional and subtropical zones which is characteristic of subantarctic waters just south of the STF. During interglacials, diverse radiolarian faunas have increased numbers of warm-water taxa (not, vert, similar 15%) while cool-water taxa decrease to not, vert, similar 11% of the assemblage. Warmest climate conditions occurred during MIS 5.5 and the early Holocene Climatic Optimum (HCO) at the onset of MIS 1 where SSTs reach maxima of 12.8 and 12.9 °C, respectively. This suggests that temperatures during the HCO were comparable to the Eemian, one of the warmest interglacial intervals of the Late Quaternary. Glacials are characterized by less diverse radiolarian faunas with cool-water taxa increasing to 49% of the assemblage. Coolest climate conditions occurred in MIS 4 and 2 where SSTs are reduced to 5.4 °C and 4.3 °C, respectively. Radiolarian faunal changes and SST estimates clearly identify major water masses and oceanic fronts in the offshore eastern New Zealand area. During warmest MIS 5.5 and early MIS 1 substantial influence of northern-sourced Subtropical Surface Water (STW) is evident at Site Y8. This implies southward incursions of STW around the eastern crest of Chatham Rise with the STF displaced towards higher latitudes and spinning off eddies as far south as Campbell Plateau. Additionally, increased flow of the Southland Current (SC) might have enhanced the local occurrence of warm-water radiolarians derived from the subtropical Tasman Sea. Coolest glacials are marked by a strong inflow of cool, southern-sourced waters at Site Y8 indicating a more vigorous flow along the Subantarctic Front (SAF).
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This thesis is a writing of (d)enunciation because it reveals the language experiencies of those individuals who take, in social school space, the social role of the teacher and of the student, for some reason, they feel restrained by a demand which prevents them of teaching and learning how to write – and, even, their own writing. On this basis, we consider some questions concerning Benveniste‘s theory of enunciation and the teaching and learning process in Portuguese from the triad among teacher – teaching of writing/ knowledge – student, making this theoretical area closer to the pedagogical one. We support in the working hypothesis that is based on the position of the loosening of this triad has its effects in the process of intervention-interference to the point where it does not leave a scar which can remain working on productive effects on the student‘s writing. As a consequence, we show two findings which allow us to think the teaching of writing in Portuguese is a space for writing creativity in such a way it reveals itself as a sine qua non condition for the institutionalized and subjective writing. The first finding is that taking genre as a model has some implications in the teaching and learning process of writing according to the instructions of the official documents. The second finding, as a result of the first one, is the assumption that genre is at the same time a model and a transgression and taking it as a (ex)sample opens space for writing creativity which ―is a transposition of the interior language‖ (BENVENISTE, 2014 [1968-1969], p. 132) in a way this creativity makes it intelligible and highlights what is a model (interactiveness) and a transgression (inventiveness). From such findings, we organize our heterogeneous corpus according to these procedures: recording the classes in audio; recording the interviews we made with teachers and students in audio; and constituting an archive with the students‘ writing production. From this corpus, we analyzed the (d)enunciative mo(ve)ments in the teacher – teaching of writing/ knowledge – student triad and the history of (d)enunciations, of language experiences. Besides, we analyzed the teacher‘s discourse in relation to the way he plans his classes based on the knowledge that must be taught and his own way of managing this knowledge in order to understand his interference in his students‘ writings. Our analyses (re)affirm that when the loosening of the triad happens, the students become lost, what makes them unable of working upon their own writing epilinguisticaly. Because of it, schools have lost their specificity as a place for teaching students how to read and write as they open space for training, only. On this basis, we consider that the effect of such a loosening generates complaints and denunciations. Therefore, based on such (d)enunciations, we present the Primary sketches of a proposition for intervention-interference in teaching how to write and we aim at introducing much knowledge to teachers and students in order to allow them to think about possible ways out.
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A versão impressa está dividida em volume 1 e 2.
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Relatório de estágio para a obtenção do grau de mestre em Ensino de pré-escolar e de 1º ciclo do ensino básico
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Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.
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Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.
